Leadership sixth edition To Laurel, Scott, Lisa, and Madison Leadership Theory and practice • Sixth Edition Peter G Northouse Western Michigan University FOR INFORMATION: Copyright © 2013 by SAGE Publications, Inc SAGE Publications, Inc All rights reserved No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher 2455 Teller Road Thousand Oaks, California 91320 E-mail: order@sagepub.com SAGE Publications Ltd Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom Printed in the United States of America SAGE Publications India Pvt Ltd B 1/I Mohan Cooperative Industrial Area Library of Congress Cataloging-in-Publication Data Mathura Road, New Delhi 110 044 India Northouse, Peter Guy SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Leadership : theory and practice / Peter G Northouse 6th ed p cm Includes bibliographical references and index Singapore 048763 ISBN 978-1-4522-0340-9 (pbk.) Leadership Leadership Case studies I Title Acquiring Editor: Lisa Cuevas Shaw and Patricia Quinlin Associate Editor: Maggie Stanley Editorial Assistant: Mayan N White HM1261.N67 2013 303.3′4 dc23 2011049043 Assistant Editor: MaryAnn Vail Project Editor: Eric Garner Copy Editor: Melinda Masson Typesetter: C&M Digitals (P) Ltd Proofreader: Susan Schon Indexer: Judy Hunt Cover Designer: Gail Buschman Marketing Manager: Helen Salmon/Liz Thorton Permissions Editor: Karen Ehrmann 12 13 14 15 16 10 Contents Preface xiii Special Features xiv Audience xiv Acknowledgments xvii 1 Introduction Leadership Defined Ways of Conceptualizing Leadership Definition and Components Leadership Described Trait Versus Process Leadership Assigned Versus Emergent Leadership Leadership and Power Leadership and Coercion 11 Leadership and Management 12 Plan of the Book 14 Summary 14 References 16 Trait Approach 19 Description 19 Intelligence 23 Self-Confidence 24 Determination 25 Integrity 25 Sociability 26 Five-Factor Personality Model and Leadership 26 Emotional Intelligence 27 How Does the Trait Approach Work? 28 Strengths 29 Criticisms 30 Application 32 Case Studies 32 Case 2.1 Choosing a New Director of Research 33 Case 2.2 A Remarkable Turnaround 34 Case 2.3 Recruiting for the Bank 36 Leadership Instrument 37 Leadership Trait Questionnaire (LTQ) 38 Summary 40 References 41 Skills Approach 43 Description 43 Three-Skill Approach 44 Skills Model 47 How Does the Skills Approach Work? 57 Strengths 58 Criticisms 59 Application 60 Case Studies 61 Case 3.1 A Strained Research Team 61 Case 3.2 A Shift for Lieutenant Colonel Adams 63 Case 3.3 Andy’s Recipe 65 Leadership Instrument 67 Skills Inventory 69 Summary 71 References 72 Style Approach 75 Description 75 The Ohio State Studies 76 The University of Michigan Studies 77 Blake and Mouton’s Managerial (Leadership) Grid 78 Paternalism/Maternalism 81 Opportunism 82 How Does the Style Approach Work? 83 Strengths 84 Criticisms 85 Application 86 Case Studies 87 Case 4.1 A Drill Sergeant at First 87 Case 4.2 Eating Lunch Standing Up 88 Case 4.3 We Are Family 89 Leadership Instrument 92 Style Questionnaire 93 Summary 95 References 96 Situational Approach 99 Description 99 Leadership Styles 101 Development Levels 102 How Does the Situational Approach Work? 103 Strengths 105 Criticisms 106 Application 109 Case Studies 110 Case 5.1 What Style Do I Use? 110 Case 5.2 Why Aren’t They Listening? 111 Case 5.3 Getting the Message Across 113 Leadership Instrument 114 Situational Leadership 116 Summary 119 References 120 Contingency Theory 123 Description 123 Leadership Styles 123 Situational Variables 124 How Does Contingency Theory Work? 126 Strengths 127 Criticisms 128 Application 130 Case Studies 130 Case 6.1 No Control Over the Student Council 131 Case 6.2 Giving Him a Hard Time 131 Case 6.3 What’s the Best Leader Match? 132 Leadership Instrument 133 Least Preferred Coworker (LPC) Measure 134 Summary 135 References 136 Path–Goal Theory 137 Description 137 Leader Behaviors 139 Subordinate Characteristics 141 Task Characteristics 142 How Does Path–Goal Theory Work? 143 Strengths 145 Criticisms 145 Application 147 Case Studies 148 Case 7.1 Three Shifts, Three Supervisors 148 Case 7.2 Direction for Some, Support for Others 150 Case 7.3 Marathon Runners at Different Levels 152 Leadership Instrument 154 Path–Goal Leadership Questionnaire 155 Summary 157 References 158 Leader–Member Exchange Theory 161 Description 161 Early Studies 161 Later Studies 164 Leadership Making 165 How Does LMX Theory Work? 168 Strengths 169 Criticisms 170 Application 172 Case Studies 173 Case 8.1 His Team Gets the Best Assignments 174 Case 8.2 Working Hard at Being Fair 175 Case 8.3 Taking on Additional Responsibilities 177 Leadership Instrument 179 LMX Questionnaire 180 Summary 182 References 183 Transformational Leadership 185 Description 185 Transformational Leadership Defined 186 Transformational Leadership and Charisma 187 A Model of Transformational Leadership 189 Other Transformational Perspectives 196 How Does the Transformational Approach Work? 199 Strengths 200 Criticisms 202 Application 204 Case Studies 205 Case 9.1 The Vision Failed 206 Case 9.2 An Exploration in Leadership 207 Case 9.3 Her Vision of a Model Research Center 209 Leadership Instrument 211 Sample Items From the Multifactor Leadership Questionnaire (MLQ) Form 5X-Short 213 Summary 214 References 215 10 Servant Leadership 219 Description 219 Servant Leadership Defined 220 Historical Basis of Servant Leadership 220 Ten Characteristics of a Servant Leader 221 Building a Theory About Servant Leadership 223 Model of Servant Leadership 225 Antecedent Conditions 226 Servant Leader Behaviors 227 Outcomes 230 Summary of the Model of Servant Leadership 232 How Does Servant Leadership Work? 232 Strengths 233 Criticisms 234 Application 235 Case Studies 236 Case 10.1 Anonymous Servant Leaders 237 Case 10.2 Doctor to the Poor 239 Case 10.3 Servant Leadership Takes Flight 241 Leadership Instrument 243 Servant Leadership Questionnaire 245 Summary 248 References 249 11 Authentic Leadership 253 Description 253 Authentic Leadership Defined 254 Approaches to Authentic Leadership 255 How Does Authentic Leadership Theory Work? 266 Strengths 267 Criticisms 269 Application 270 Case Studies 270 Case 11.1 Am I Really a Leader? 271 Case 11.2 A Leader Under Fire 274 Case 11.3 The Reluctant First Lady 276 Leadership Instrument 278 Authentic Leadership Self-Assessment Questionnaire 280 Summary 282 References 283 12 Team Leadership 287 Susan E Kogler Hill Description 287 Team Leadership Model 289 How Does the Team Leadership Model Work? 303 Strengths 305 Criticisms 306 Application 307 Case Studies 308 Case 12.1 Can This Virtual Team Work? 308 Case 12.2 They Dominated the Conversation 309 Case 12.3 Starts With a Bang, Ends With a Whimper 310 Leadership Instrument 311 Team Excellence and Collaborative Team Leader Questionnaire 313 Summary 315 References 315 13 Psychodynamic Approach 319 Ernest L Stech Description 319 Eric Berne and Transactional Analysis 322 Sigmund Freud and Personality Types 325 Social Character and a Shift in Leadership Perspective 328 Carl Jung and Personality Types 330 Types and Leadership 333 How Does the Psychodynamic Approach Work? 338 Strengths 338 Criticisms 339 Case Studies 340 Case 13.1 Not the Type Who Sees the Big Picture 341 Case 13.2 Staff Meeting Problems 342 Case 13.3 Unexpected Reactions 343 Leadership Instrument 344 Psychodynamic Approach Survey 345 472 LEADERSHIP THEORY AND PRACTICE Leader Behavior Description Questionnaire-XII (LBDQ-XII), 76 leader-follower relationship, Leadership Trait Questionnaire (LTQ), 37–39 leadership versus management, 12 (figure), 12–14 power bases, 9–11, 10 (table), 11 (table) research findings, 1–2 Skills Inventory, 69–70 Style Questionnaire, 93–94 summary, 14–16 trait versus process leadership, (figure), 7–8 Leadership ethics application, 439 Burns’s perspective, 429–430 case studies, 439–444 common good, 431 (figure), 436–437 criticisms, 438 definition, 424 five principles, 430–437, 431 (figure) Heifetz’s perspective, 429 honesty, 431 (figure), 435–436 importance, 428–429 justice and fairness, 431 (figure), 433–435, 434 (table) Perceived Leader Integrity Scale (PLIS), 444–447 research findings, 423–424 respect for others, 430–432, 431 (figure) service to others, 431 (figure), 432–433 strengths, 437–438 summary, 448–449 theoretical perspectives, 424–428, 425 (table), 426 (figure) Leadership Grid®, 78–83, 80 (figure), 82 (figure), 83 (figure), 86, 92 Leadership instruments Authentic Leadership Questionnaire (ALQ), 268, 278–279 Authentic Leadership Self-Assessment Questionnaire, 280–281 Dimensions of Culture Questionnaire, 414–419 Gender–Leader Implicit Association Test, 369–373 Leader Behavior Description Questionnaire (LBDQ), 76, 92 Leader Behavior Description Questionnaire-XII (LBDQ-XII), 76 Leadership Trait Questionnaire (LTQ), 37–39 Least Preferred Coworker (LPC) Measure, 124, 124 (figure), 128–129, 133–134 LMX Questionnaire, 179–181 Multifactor Leadership Questionnaire (MLQ), 202, 205, 211–213 Path–Goal Leadership Questionnaire, 154–156 Perceived Leader Integrity Scale (PLIS), 444–447 Psychodynamic Approach Survey, 345–346 self-instruction questionnaires, 67–68 Servant Leadership Questionnaire (SLQ), 234, 243–247 Situational Leadership, 114–118 Skills Inventory, 69–70 style approach, 92 Style Questionnaire, 93–94 Team Excellence and Collaborative Team Leader Questionnaire, 311–314 Leadership labyrinth barriers and motivators, 362–363 basic concepts, 354–360, 355 (figure) Subject Index 473 bias, 355 (figure), 358–360 effective leadership, 360–362, 361 (figure) gender differences, 355 (figure), 356–358 human capital differences, 354–356, 355 (figure) leadership gap, 352–353, 353 (figure) leadership role, 362 prejudice, 355 (figure), 358–360 stereotypes, 355 (figure), 358–360 women-owned businesses, 361–362 Leadership outcomes, 48 (figure), 53–54, 55 (figure) Leadership Practices Inventory (LPI), 199 Leadership Trait Questionnaire (LTQ), 37–39 Least Preferred Coworker (LPC) Measure, 124, 124 (figure), 128–129, 133–134 Legitimate power, 10 (table), 11 (table) Listening skills, 221, 224 (table) LMX Questionnaire, 179–181 Maccoby, Michael, 321, 326–328 Malaysia, 390 (figure), 394 Management-by-exception, 191 (table), 192 (figure), 194 (figure), 195–196 Management versus leadership, 12 (figure), 12–14 Managerial Grid®, 78–83, 80 (figure), 82 (figure), 83 (figure), 86, 92 Mandela, Nelson, 192, 260 Manufacturing company managing director case study, 368–369 Marathon Sports case study, 88–89 Marcus, Andrew, 275 Marketing personality, 326, 328 Marketing specialist case study, 341–342 Maslow, Abraham, 430 Maternalism management style see Paternalism/maternalism management style Mature partnerships, 166 (table), 167 Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), 28 McGrath’s Critical Leadership Functions, 292–294, 293 (figure) Merkel, Angela, 350 Metrocity Striders Track Club (MSTC) case study, 152–153 Mexico, 390 (figure), 393 Middle East cluster, 390 (figure), 392 (table), 393–394, 419 (table) Middle East leadership profile, 402, 403 (figure) Middle-of-the-road management style, 80 (figure), 81 Mills, Smith, & Peters advertising agency case study, 174–175 Model the way concept, 198 Moral reasoning, 263 (figure), 265–266 Moral values see Ethical behaviors Morocco, 390 (figure), 393 Mortenson, Greg, 274–275 Motivation, 48 (figure), 53, 55 (figure) Multiculturalism, 384 Multifactor Leadership Questionnaire (MLQ)/Form 5X-Short, 202, 205, 211–213 multiple-drug-resistant tuberculosis (MDR-TB), 240 Myers-Briggs Type Indicator® (MBTI), 334–337, 335 (table), 340 see also Psychodynamic Approach Survey Myers, Isabel Briggs, 340 Namibia, 390 (figure), 394 Narcissistic personality, 326–328, 328 (table) Netherlands, 390 (figure), 393 Neuroticism, 26–27, 27 (table) 474 LEADERSHIP THEORY AND PRACTICE New Zealand, 390 (figure), 391 Nigeria, 390 (figure), 394 Nonleadership factor, 191 (table), 192 (figure), 196 Nooyi, Indra, 350 Nordic Europe cluster, 390 (figure), 392 (table), 394 Nordic Europe leadership profile, 398, 399 (figure) Northcoast University case study, 310–311 Nurturing parent ego state, 323, 323 (figure) Obsessive personality, 326, 328 Ohio State Studies, 76–77, 95 Openness, 26–27, 27 (table) Opportunism, 82–83, 83 (figure) Optimism, 265, 265 (table) Organizational behavior approach, Organizational performance, 225 (figure), 231 Organizational teams see Team leadership Out-group subordinates, 163–164, 164 (figure), 168–171 Parent ego state, 322–325, 323 (figure), 324 (figure) Participative leadership Anglo leadership profile, 399–400, 400 (figure) Confucian Asia leadership profile, 398, 399 (figure) definition, 140, 395 Eastern Europe leadership profile, 396, 396 (figure) Germanic Europe leadership profile, 402, 402 (figure) Latin America leadership profile, 397, 397 (figure) Latin Europe leadership profile, 397, 398 (figure) Middle East leadership profile, 402, 403 (figure) Nordic Europe leadership profile, 398, 399 (figure) path–goal theory, 139 (figure), 143 (table), 144 Southern Asia leadership profile, 400–401, 401 (figure) Sub-Saharan Africa leadership profile, 400, 401 (figure) Partners in Health (PIH) case study, 239–241 Passion, 258, 259 (figure) Paternalism/maternalism management style, 81–82, 82 (figure) Path–Goal Leadership Questionnaire, 154–156 Path–goal theory application, 147–148 basic concepts, 137–143, 138 (figure), 139 (figure) case studies, 148–153 criticisms, 145–147 functionality, 143 (table), 143–144 leader behaviors, 139 (figure), 139–141, 143 (table), 144 Path–Goal Leadership Questionnaire, 154–156 strengths, 145 subordinate characteristics, 139 (figure), 141–142, 143 (table) summary, 157–158 task characteristics, 139 (figure), 142–143, 143 (table) Perceived Leader Integrity Scale (PLIS), 444–447 Perfect Plastics Incorporated (PPI) case study, 441–442 Performance orientation, 389, 392 (table), 417, 419 (table) Performance outcomes, 48 (figure), 54, 55 (figure) Personal and professional growth, 222–223, 224 (table), 225 (figure), 228, 230–231 Personal competence, 28 Subject Index 475 Personality traits emergent leaders, skills-based model, 48 (figure), 53, 55 (figure) trait versus process leadership, see also Jungian personality types Personal power, 10, 11 (table) Perspective-taking skills, 48 (figure), 50, 55 (figure) Persuasion, 222, 224 (table) Pharmaceutical company training seminar case study, 111–113 Philippines, 390 (figure), 394 Pillars of Leadership program, 25 Pipeline problem, 354 Plastics manufacturing company case study, 110–111 Poland, 390 (figure), 392 Portugal, 390 (figure), 393 Position power, 10, 11 (table), 124 (figure), 125 Positive psychological capacities, 263 (figure), 264–265, 265 (table) Positive self-regard, 197–198 Power bases, 9–11, 10 (table), 11 (table) Power distance, 388, 392 (table), 415, 419 (table) Pregnancy, 368–369 Prejudice, 355 (figure), 358–360, 385–386 Prevention and Access to Care and Treatment (PACT) project, 241 Price Waterhouse v Ann Hopkins (1989), 359 Principled leadership, 299 (table), 302 Printing business purchase case study, 443–444 Probation officer case study, 367–368 Problem-solving skills, 48 (figure), 48–49, 55 (figure) Process versus trait leadership, (figure), 7–8 Production orientation, 77–78 Productive personalities, 327, 328 (table) Professional employer organization (PEO) case study, 443–444 Pseudotransformational leadership, 187, 436 Psychodynamic Approach Survey, 345–346 Psychodynamic leadership approach basic concepts, 319–322 case studies, 340–344 criticisms, 339–340 Freudian personality types, 325–327 functionality, 338 Jungian personality types, 330–334, 334 (table) leader-subordinate relationships, 336–337 Myers-Briggs Type Indicator® (MBTI), 334–337, 335 (table), 340 personality characteristics, 319–321 Psychodynamic Approach Survey, 345–346 psychological types, 333–336, 334 (table), 335 (table) research background, 321–322 social character, 328–330 strengths, 338–339 summary, 347 transactional analysis, 322–325, 323 (figure), 324 (figure), 339–340 Psychohistory, 321–322 Purposefulness, 258, 259 (figure) Qatar, 390 (figure), 393 Questionnaires Authentic Leadership Questionnaire (ALQ), 268, 278–279 Authentic Leadership Self-Assessment Questionnaire, 280–281 Dimensions of Culture Questionnaire, 414–419 Gender–Leader Implicit Association Test, 369–373 476 LEADERSHIP THEORY AND PRACTICE Leader Behavior Description Questionnaire (LBDQ), 76, 92 Leader Behavior Description Questionnaire-XII (LBDQ-XII), 76 Leadership Practices Inventory (LPI), 199 Leadership Trait Questionnaire (LTQ), 37–39 LMX Questionnaire, 179–181 Multifactor Leadership Questionnaire (MLQ), 202, 205, 211–213 Path–Goal Leadership Questionnaire, 154–156 Perceived Leader Integrity Scale (PLIS), 444–447 Psychodynamic Approach Survey, 345–346 questionnaire bias, 109 self-instruction questionnaires, 67–68 Servant Leadership Questionnaire (SLQ), 234, 243–247 Situational Leadership, 114–118 Skills Inventory, 69–70 Style Questionnaire, 93–94 Team Excellence and Collaborative Team Leader Questionnaire, 311–314 Reciprocity, 434 Referent power, 10 (table), 11 (table) Regent University, 236 Regional clusters Anglo cluster, 390 (figure), 391, 392 (table), 399–400, 400 (figure), 419 (table) classifications, 391–392, 392 (table) Confucian Asia cluster, 390 (figure), 391, 392 (table), 398, 399 (figure) Eastern Europe cluster, 390 (figure), 392 (table), 392–393, 396, 396 (figure) Germanic Europe cluster, 390 (figure), 392 (table), 393, 402, 402 (figure) Latin America cluster, 390 (figure), 392 (table), 393, 397, 397 (figure), 419 (table) Latin Europe cluster, 390 (figure), 392 (table), 393, 397, 398 (figure), 419 (table) leadership behaviors, 395–403, 396 (figure), 397 (figure), 398 (figure), 399 (figure), 400 (figure), 401 (figure), 402 (figure), 403 (figure) Middle East cluster, 390 (figure), 392 (table), 393–394, 402, 403 (figure), 419 (table) Nordic Europe cluster, 390 (figure), 392 (table), 394, 398, 399 (figure) research findings, 390–391 Southern Asia cluster, 390 (figure), 392 (table), 394, 400–401, 401 (figure), 419 (table) Sub-Saharan Africa cluster, 390 (figure), 392 (table), 394, 400, 401 (figure) universally desirable and undesirable leadership attributes, 403, 404 (figure) Relational transparency, 263 (figure), 264 Relationship behaviors, 75, 77, 78, 92, 101, 259 (figure), 260 Relationship-motivated leaders, 124, 124 (figure) Relin, David Oliver, 275 Resilience, 265, 265 (table) Respect for others, 430–432, 431 (figure) Results-driven structure, 299 (table), 300 Reward power, 10 (table), 11 (table) Reward systems, 199 Rokeach, Milton, 430 Rousseff, Dilma, 350 Russia, 390 (figure), 392 Subject Index 477 Schemas, 51 Schultz, Howard, 266 Self-assessment questionnaires see Questionnaires Self-awareness, 263 (figure), 263–264 Self-confidence traits, 23 (table), 24 Self-discipline, 259 (figure), 260–261 Self-instruction questionnaires, 67–68 Self-interest, 425, 426 (figure) Self-protective leadership Anglo leadership profile, 399–400, 400 (figure) Confucian Asia leadership profile, 398, 399 (figure) definition, 396 Eastern Europe leadership profile, 396, 396 (figure) Germanic Europe leadership profile, 402, 402 (figure) Latin America leadership profile, 397, 397 (figure) Latin Europe leadership profile, 397, 398 (figure) Middle East leadership profile, 402, 403 (figure) Nordic Europe leadership profile, 398, 399 (figure) Southern Asia leadership profile, 400–401, 401 (figure) Sub-Saharan Africa leadership profile, 400, 401 (figure) Self-regard, 197–198 Sense of purpose, 258, 259 (figure) Sensing versus intuiting personality, 330, 332, 334 (table) Servant leadership application, 235–236 background information, 219 case studies, 236–243 context and culture, 225 (figure), 226 criticisms, 234–235 definition, 220 ethical behaviors, 432–433 follower performance and growth, 225 (figure), 230–231 follower receptivity, 225 (figure), 226–227 functionality, 232–233 historical perspective, 220–221 key characteristics, 221–224, 224 (table), 225 (figure), 227–230 leader attributes, 225 (figure), 226 organizational performance, 225 (figure), 231 research background, 223–225 servant leadership model, 225 (figure), 225–232 Servant Leadership Questionnaire (SLQ), 234, 243–247 societal impact, 225 (figure), 231–232 strengths, 233–234 summary, 248–249 Servant leadership model antecedent conditions, 225 (figure), 226–227 leadership outcomes, 225 (figure), 230–232 servant leader behaviors, 225 (figure), 227–230 summary, 232 Servant Leadership Questionnaire (SLQ), 234, 243–247 Service to others, 431 (figure), 432–433 Shared leadership, 289 Shared vision, 198 Singapore, 390 (figure), 391 Situational leadership application, 109 basic concepts, 99–100, 319 case studies, 110–114 criticisms, 106–109 development levels, 100 (figure), 102–103, 108–109 functionality, 103–105 leadership styles, 100 (figure), 101–102, 107–108 478 LEADERSHIP THEORY AND PRACTICE Situational Leadership II (SLII) model, 100 (figure), 100–103, 107, 119 Situational Leadership Questionnaire, 114–118 strengths, 105–106 subordinate development levels, 103–105, 107 summary, 119–120 60 Minutes, 274–275 Skills approach application, 60 case studies, 61–67 criticisms, 59–60 four-skill approach, 57 functionality, 57–58 research findings, 43 skills-based model, 47–57, 48 (figure), 55 (figure) Skills Inventory, 69–70 strengths, 58–59 summary, 71–72 three-skill approach, 44–47, 45 (figure) Skills-based model career experiences, 54–55, 55 (figure) competencies, 48 (figure), 48–52, 55 (figure) environmental influences, 48 (figure), 55 (figure), 56 individual attributes, 48 (figure), 52–53, 55 (figure) leadership outcomes, 48 (figure), 53–54, 55 (figure) research background, 47 summary, 56–57 Skills Inventory, 69–70 Slovenia, 390 (figure), 392 Sociability traits, 23 (table), 26 Social architects, 197 Social character, 328–330 Social competence, 28 Social good, 53 Social identity theory, Social intelligence, 50 Socialized leadership, 187 Social judgment skills, 48 (figure), 49–51, 55 (figure) Social perceptiveness, 50 Social performance, 50 Social Security Administration district office case study, 177–178 Societal impact, 225 (figure), 231–232 South Africa (Black sample), 390 (figure), 394 South Africa (White sample), 390 (figure), 391 Southern Asia cluster, 390 (figure), 392 (table), 394, 419 (table) Southern Asia leadership profile, 400–401, 401 (figure) South Korea, 390 (figure), 391 Southwest Airlines case study, 241–243 Spain, 390 (figure), 393 Staff meeting case study, 342–343 Standards of excellence, 299 (table), 301–302 Stereotypes, 355 (figure), 358–360 Stewardship, 222, 224 (table), 432 Stones into Schools (Mortenson), 274 Stranger phase, 166, 166 (table) Structural analysis, 322 Student council president case study, 131 Style approach application, 86 case studies, 87–91 characteristics, 75, 319 criticisms, 85–86 functionality, 83–84 research findings, 75–83 strengths, 84–85 Style Questionnaire, 93–94 summary, 95–96 Style Questionnaire, 93–94 Subordinate development levels, 103–105, 107 Subordinate performance, 230 Subject Index 479 Sub-Saharan Africa cluster, 390 (figure), 392 (table), 394 Sub-Saharan Africa leadership profile, 400, 401 (figure) Supervision problem case study, 343–344 Supportive behaviors, 100 (figure), 101, 108 Supportive leadership, 139 (figure), 140, 143 (table), 144 Supreme Court decisions, 359 Sweden, 390 (figure), 394 Switzerland, 390 (figure), 393 Taiwan, 390 (figure), 391 Task behaviors, 75, 77, 78, 92, 101 Task-motivated leaders, 123–124, 124 (figure) Task structure, 124 (figure), 124–125 Team Excellence and Collaborative Team Leader Questionnaire, 311–314 Team leadership application, 307 case studies, 308–311 collaborative climate, 299 (table), 301 competent team members, 299 (table), 300–301 continual assessment, 303 criticisms, 306–307 excellence characteristics, 299 (table), 299–303 external support and recognition, 299 (table), 302 functionality, 303–305 Hill’s Model for Team Leadership, 289–307, 291 (figure) McGrath’s Critical Leadership Functions, 292–294, 293 (figure) mental models, 290 principled leadership, 299 (table), 302 research findings, 287–289 results-driven structure, 299 (table), 300 standards of excellence, 299 (table), 301–302 strengths, 305–306 summary, 315 team effectiveness, 299 (table), 299–303 Team Excellence and Collaborative Team Leader Questionnaire, 311–314 team goals, 299 (table), 300 unified commitment, 299 (table), 301 Team management style, 80 (figure), 81 Team-oriented leadership Anglo leadership profile, 399–400, 400 (figure) Confucian Asia leadership profile, 398, 399 (figure) definition, 395 Eastern Europe leadership profile, 396, 396 (figure) Germanic Europe leadership profile, 402, 402 (figure) Latin America leadership profile, 397, 397 (figure) Latin Europe leadership profile, 397, 398 (figure) Middle East leadership profile, 402, 403 (figure) Nordic Europe leadership profile, 398, 399 (figure) Southern Asia leadership profile, 400–401, 401 (figure) Sub-Saharan Africa leadership profile, 400, 401 (figure) Teamwork, 199, 200 Teleological ethics, 425, 425 (table) Terry, Robert, 255–256 Terry’s authentic leadership approach, 255–258, 256 (figure), 267 Thailand, 390 (figure), 394 Thatcher, Margaret, 350 480 LEADERSHIP THEORY AND PRACTICE Thinking versus feeling personality, 331, 332–333, 334 (table) Three Cups of Deceit (Krakauer), 274 Three Cups of Tea (Mortenson and Relin), 274 Three-skill leadership approach conceptual skills, 45 (figure), 46 human skills, 44–46, 45 (figure) technical skills, 44, 45 (figure) Toyota Motor Corp., 56 Trait leadership application, 32–37 case studies, 32–37 characteristics, 19–28, 23 (table), 319 criticisms, 30–32 determination, 23 (table), 25 functionality, 28–29 integrity, 23 (table), 25 intelligence, 23 (table), 23–24 Leadership Trait Questionnaire (LTQ), 37–39 research background, 3, research findings, 19–22, 23 (table) self-confidence, 23 (table), 24 sociability, 23 (table), 26 strengths, 29–30 summary, 40–41 trait versus process leadership, (figure), 7–8 Transactional analysis, 322–325, 323 (figure), 324 (figure), 339–340 Transactional leadership, 186, 190 (figure), 191 (table), 195–196 Transformational leadership additive effects, 194 (figure) application, 204–205 Bennis-Nanus model, 196–198 case studies, 205–211 characteristics, 185–187 charisma, 187–189, 188 (table), 191 (table), 191–192 common goals, 436 continuum model, 189–190, 190 (figure), 191 (table) criticisms, 202–204 functionality, 199–200 gender differences, 351 Kouzes-Posner model, 198–199 leadership factors, 191 (table), 191–195 Multifactor Leadership Questionnaire (MLQ), 202, 205, 211–213 research background, research findings, 185 strengths, 200–202 summary, 214 Trust, 197, 224 (table) Turkey, 390 (figure), 393 Uncertainty avoidance, 388, 392 (table), 415, 419 (table) Undesirable leadership attributes, 403, 404 (figure) Unified commitment, 299 (table), 301 United States, 390 (figure), 391 Universal Drugs case study, 132–133 Universally desirable and undesirable leadership attributes, 403, 404 (figure) University of Michigan Studies, 77–78, 95 Unproductive personalities, 327 Utilitarianism, 425, 425 (table), 426 (figure) Value systems, 259 (figure), 259–260 Venezuela, 390 (figure), 393 Vertical dyad linkage (VDL) theory, 161, 162 (figure), 163, 163 (figure) see also Leader–member exchange (LMX) theory Virtual information technology team case study, 308–309 Subject Index 481 Virtue-based ethics, 425 (table), 427–428 Vision, 197, 198, 200, 205, 224 (table) Wall Street market analyst case study, 366–367 White, Ryan, 186–187 Wildcatters (Helgesen), 272 Willingness, 53 W K Kellogg Foundation, 423 Women leaders application, 365 barriers and motivators, 362–363 bias, 355 (figure), 358–360 case studies, 366–369 criticisms, 364–365 developmental opportunities, 355 (figure), 356 educational degrees, 354, 355 (figure) effective leadership, 351–352, 357–358, 360–362, 361 (figure) emergent leaders, 8–9 gender differences, 350–351, 355 (figure), 356–358 Gender–Leader Implicit Association Test, 369–373 leadership labyrinth, 352–360, 353 (figure), 355 (figure) leadership role, 362 prejudice, 355 (figure), 358–360 research findings, 349–352 stereotypes, 355 (figure), 358–360 strengths, 363–364 summary, 374–375 women-owned businesses, 361–362 work experience, 354–355, 355 (figure) work–home conflicts, 354–355, 355 (figure), 361 Zaleznik, Abraham, 321 Zambia, 390 (figure), 394 Zimbabwe, 390 (figure), 394 About the Author Peter G Northouse, PhD, is a professor of communication (emeritus) in the School of Communication at Western Michigan University For more than 25 years, he has taught leadership and interpersonal and organizational communication at both the undergraduate and graduate levels In addition to publications in professional journals, he is the author of Introduction to Leadership: Concepts and Practice and coauthor of Health Communication: Strategies for Health Professionals (3rd ed.) His scholarly and curricular interests include models of leadership, leadership assessment, ethical leadership, and leadership and group dynamics He has worked as a consultant in a variety of areas, including leadership development, leadership education, conflict management, and health communication He holds a doctorate in speech communication from the University of Denver and master’s and bachelor’s degrees in communication education from Michigan State University 483 About the Contributors Susan E Kogler Hill (PhD, University of Denver, 1974) is professor emeritus and former chair of the School of Communication at Cleveland State University Her research and consulting have been in the areas of interpersonal and organizational communication She specializes in group leadership, teamwork, empowerment, and mentoring She is author of a text titled Improving Interpersonal Competence In addition, she has written book chapters and published articles in many professional journals Crystal L Hoyt (PhD, University of California, Santa Barbara, 2003) is an associate professor of leadership studies and psychology at the University of Richmond As a social psychologist, she brings a psychological perspective to the field of leadership studies Her primary area of research focuses on understanding the experiences and perceptions of nontraditional leaders, and her secondary area focuses on leader cognitions and ethics She has published over 35 peer-reviewed articles and book chapters and is the coeditor of two books: Leadership and Psychology in the Leadership at the Crossroads series and For the Greater Good of All: Perspectives on Individualism, Society, and Leadership Ernest L Stech (PhD, University of Denver, 1969) is an associate member of the Emeritus College at Arizona State University He is former president and CEO of Frost Engineering Development Corporation and former executive director of the Flagstaff Area National Monuments Foundation Stech has written numerous articles in professional journals and several textbook chapters He is author of The Transformed Leader and Leadership Communication He is active in lifelong learning programs in the Phoenix, Arizona, area, and his academic interests are in ethics and epistemology 485 Discover SRMO Lists— methods readings suggested by other SRMO users “I have never really seen anything like this product before, and I think it is really valuable.” John Creswell, University of Nebraska–Lincoln The essential tool for researchers Find exactly what you are looking for, from basic explanations to advanced discussion from the world’s leading research methods publisher Explore the Methods Map to discover links between methods Watch video interviews with leading methodologists Search on a newly designed taxonomy with more than 1,400 qualitative, quantitative, and mixed methods terms find out more at www.srmo.sagepub.com Uncover more than 100,000 pages of book, journal, and reference content to support your learning ... Ltd 33 Pekin Street #02-01 Far East Square Leadership : theory and practice / Peter G Northouse 6th ed p cm Includes bibliographical references and index Singapore 048763 ISBN 978-1-4522-0340-9... classroom use The companion site also features information on how to use social media with Leadership, 6th edition, including instructions for creating wikis, blogs, and Twitter feeds to accompany the